Perspectivas para comprender la relación entre la teoría y la práctica en la formación del profesorado

Abstract

This article reflects the main theoretical proposals about the relations between theory and practice that are have been formulated in the field of teacher training. The problem that is at the bottom of the theory-practice relationship: professional alienation of teachers in education. To overcome this mostly two responses have been: focus on the theory: convert to the teacher in an intellectual, and the proposal focus on the practice: assess the importance of the personal practical knowledge of teachers. Halfway between both perspectives it is possible to raise three current and relevant lines of research for studies to illuminate the relations between theory-practice in teacher training: (1) teacher’s thought and implicit theories, (2) the reflective teacher and (3) the formulation of principles of procedure and action research and theories experienced. This review haves the objective of reveal the complexity of linked thought, research and teaching action; but it also allows us move forward in building a comprehensive framework covering various forms of approach to a subject which lies at the base of any discussion on the teaching profession and advance in the challenge of achieving a practical domain and a critical awareness in the teaching.